Te Wānanga o Raukawa

Abstract This article draws on a case study of a third‐year geography course to explore the potential of music in fostering relational pedagogy in higher education. We argue that the reciprocal nature of music sharing generates a dialogical space that allows for multiple relations to be developed between the learners and their selves, among students and peers, between learners and teachers, as well as between students and the materials they study and the wider world. Furthermore, music encourages an approach to pedagogy that is emancipatory and which is characterised by genuine care, humility and trust.

Approaches to measuring vulnerability to natural and man-made hazards reflect different worldviews rooted in diverse and often contradictory epistemologies. Indeed, they reflect very different interpretations of disasters and thus underpin different sets of public policies and disaster risk reduction practices. This chapter provides an overview of the two main approaches in terms of the paradigms structuring the study of disasters, and focuses on the so-called participatory approaches that have gradually emerged to fill the gaps left by these dominant approaches. This typology draws on the work of Robert Chambers in the context of poverty assessment, including economic reductionism, anthropological particularism, and participatory pluralism. The chapter elaborates on the benefits and advantages of participatory approaches by detailing, through the use of case studies, the importance of process and the choice of tools. It concludes with a critical reflection on all these approaches and the need to measure vulnerability.